Use Of Tense Research Articles

Analyzing 7th Graders' Simple Present Errors in Descriptive Writing


 
 This study aims to investigate the dominant errors in the use of the simple present tense by seventh grade students when writing descriptive texts. The qualitative research method was employed, utilizing data analysis techniques to process the collected information. The population consisted of 45 students from two different classes at SMP Muhammadiyah 10, with 37 students' exercise results being analyzed. The data was obtained from students' written compositions in which they employed the simple present tense to describe various subjects. The findings revealed four major error types: omission (46.90%), addition (16.04%), misformation (27.16%), and misordering (9.90%). Among these, omission errors were the most prevalent, comprising 38 errors or 46.90% of the total. The results emphasize the need for targeted instruction and practice to enhance students' mastery of the simple present tense in writing descriptive texts, thereby improving their overall English language proficiency.
 
 Highlights:
 
 
 Error analysis: Identifying and analyzing errors in the use of simple present tense in descriptive texts.
 Seventh grade students: Evaluating the proficiency of students in using the simple present tense.
 Qualitative method: Employing a qualitative approach to gather and analyze data on error patterns in descriptive writing.
 
 Keywords: simple present tense, descriptive texts, error analysis, seventh grade students, qualitative method.
 
 
 
 
 
 
 
 
 

Realization of Genre Analysis on Students’ Essay: A Classroom Discourse Perspective

Discourse analysis area becomes an essential issue in teaching and learning English in Indonesia. Through applying this approach, the lecturer as the researcher can analyze the students’ texts written during their writing course. This study was aimed at reporting the realization of genre analysis on students’ essay. Through employing discourse analysis approach, the writers selected 3 essays written by the freshmen from the Early Childhood Education Department, Islamic College of Putra Galuh Ciamis. In analyzing the texts, the writers employed context of culture or as the so-called ‘genre analysis’ to determine the social function, generic structure, and linguistics feature of the selected essays. In this study, the writer then addressed 3 research questions: (1) How is the social function of the texts realized? (2) How is the generic structure of the texts realized? (3) How is the linguistics feature of the texts realized? The findings of the study revealed that the realization of the social function of the essays is retelling past events for the purpose of informing or entertaining which was shown by the title of the text. The first essay entitled: “Student’s Skill Competition”, the second essay entitled: “Visiting My Grandmothers’ House”, and the third essay entitled: “Holiday in Pangandaran Beach”. Meanwhile, the realization of the generic structure covered: (a) introduction which tells orientation, (b) sequence of events which tells the events in the order they occurred, and (c) a conclusion which tells re-orientation. Moreover, the realization of the linguistics feature focused on (a) specific participants, (b) the use of past tense, (c) the use of material process and circumstances of time and place. In conclusion, dealing with the social function, generic structure, and the linguistics feature realized on the whole essays, the whole analyzed essays were categorized as recount texts.

ERROR ANALYSIS ON TRANSLATION TEXT IN SMA N 1 WALED STUDENTS

This research was conducted based on the fact that most students still make many mistakes in conveying the meaning of Indonesian to English. Lack of vocabulary, facing ambiguity from Indonesian to English, words, phrases, and sentences. The ability to translate is a language skill that must be mastered. Foreign language learners must have the ability to translate both orally and in writing. Therefore, the purpose of this research is (1) to find out the types of mistakes made by students in translating Indonesian procedural text into Indonesian and (2) to find out the mistakes made by students in translating procedural texts. This study uses a qualitative method using a language error analysis approach. Data collection techniques were carried out by means of written documents obtained from 15 participants from SMA N 1 Waled. The results show that students make mistakes in terms of vocabulary, use of prepositions, and use of tenses. This shows that students’ understanding is still not sufficient in choosing the correct vocabulary and the appropriate grammar arrangement in translating Indonesian into English through procedure text.

A Brief Talk on Chinglish from the Level of Teaching Methods

China has been promoting English teaching activities since the 1960s with the goal of cultivating a global perspective and proficiency among the younger generation. Despite decades of teaching, issues such as the inconsistent use of British and American pronunciation and the incorrect use of tenses in Chinese English persist and have not seen improvement. This paper delves into a comprehensive study from the perspective of the differences between English teaching in China and foreign countries, specifically exploring the relationship between Chinese English and educational methods while analyzing the underlying logic and differences in Chinese and Western English teaching methods. This paper starts with the scientific laws of language acquisition and aims to provide practical solutions to address Chinese English problems and other language-related issues, and offers valuable insights into the innovation and development of Chinese English teaching in the future.

Comparative Grammar of Wolof and English. The Present Tense Use

This topic sets a comparative issue in which, the present tense of Wolof and English is treated. The syntactic rules that govern a language are influential in the structures. Within sentences particularly, verbs hold main roles in the tense rules system. This lead to comparing verbal constructs, while considering the present tense systems. With a method of data collection, a corpus is set in both languages for verbs’ characteristics. Indeed, have shown that the verbs’ occurrences as constituents in sentences vary thanks to the aspects and modalities. Then, these verbal constructs are compared for grammatical results, leading to widening teaching and learning strategies in the first and second languages.

Pratique Conjugaison par Odile Grand-Clément and Aline Volte

Reviewed by: Pratique Conjugaison par Odile Grand-Clément and Aline Volte Jessica L. Sturm and Randi L. Polk Grand-Clément, Odile and Aline Volte. Pratique Conjugaison. Paris: CLE International, 2021. 978-209-035373-0. Pp. 192. This worktext leads students through practice of major verb tenses appropriate to the B1/B2 learner. One of the authors, Grand-Clément, also produced a version for the A1/A2 proficiency level. Any instructor who used the A1/A2 learner would seamlessly integrate this worktext as it follows the same organization for simpler verb tenses and provides similar types of activities. The B1/B2 text is divided into thirteen sections and provides exercises for the following tenses and moods: passé composé, imparfait, plus-que-parfait, futur antérieur, passé simple, passé antérieur, impératif, conditionnel présent and passé, subjonctif présent and passé, infinitif, participe présent, voix passive. Each section includes a variety of exercises that allow students to practice the formation of the various tenses and moods through basic drills that provide a verb and pronoun asking students to write out the correct form. Other exercises require students to distinguish between auxiliary verbs, verbs with similar meanings that depend on context like connaître and savoir, or sometimes the difference between the passé composé or imparfait (or other pairs that might cause trouble in subsequent sections like futur antérieur v. conditionnel passé). There are other activities where learners match sentence fragments or other elements, fill in blanks, and complete dehydrated sentences. The varied exercises allow students ample practice to solidify their ability to form these verbs and see the usage in context. Like most other CLE volumes, this text comes with a separate paper pamphlet with the answers so learners can check answers to the 500 exercises on their own. This volume allows learners to practice writing, recognition, and some basic reading skills. The text would be a great resource for a grammar course as it provides many mechanical exercises, so students are prepared to use verbs in more complex situations. Instructors might, for example, follow up with oral presentations or debates that require the use of certain tenses and moods or encourage students to integrate more previously learned vocabulary and structures so they can practice prior knowledge and build on it with new verb tenses and moods. In sum, the worktext is a great resource or supplement for learners trying to master the intricacies of French verbs and can complement other texts and activities in the classroom. The volume can also function as a standalone practice resource for independent learners. [End Page 178] Randi L. Polk Eastern Kentucky University Copyright © 2023 American Association of Teachers of French

An Analysis of Errors in Present Indefinite Tense Sentences: A Case of 6th Grade ESL Learners of Sialkot, Pakistan

Reading the piece of writings in the target language is also suggested to enhance creative ability, while the basic tenets of English Grammar can also be improved through a comparative study of the grammatical concepts. The study aims to identify, discuss, explain, and categorize the grammatical errors, especially errors in present indefinite tense sentences committed by the ESL learners of 6th grade at Cantt Public High School, Sialkot, Pakistan, due to overgeneralization in written exercises. The study gathered data through a worksheet task comprising 10 items of translation sentences from Urdu to English and ten items of English fill-in-the-blanks comprised of grammatical use of present simple tense and agreement morpheme. Corder’s model (1967) of error analysis has opted to analyze the errors in the present indefinite tense. This study pays great attention to overgeneralization in Present Indefinite tense sentences of ESL learners of 6th grade. The learners overgeneralize in the use of rules used for verb forms and auxiliary verbs. The present study also found that a lack of knowledge of the rules of the target language, in addition, to overgeneralization, is the cause of such errors, for instance, the inappropriate use of prepositions. The findings suggest that teachers of English should focus their attention on the troublesome aspect of the present simple tense while also encouraging students to apply the drill practice to the study of the present indefinite tense. This study has a few limitations as it was not feasible for researchers to analyze all kinds of tenses and find all types of errors according to the opted model due to time restraints.

An Analysis Of Grammatical Errors In Writing Descriptive Text

Grammar error is one of the difficulties experienced by students in the writing process. This study conducted in order to investigate the grammatical errors in writing descriptive text made by the students of English Department of FKIP USI. This research aimed to know the grammatical errors that happen in writing class made by students of the second semester. In this study, the writer used Qualitative analysis, while the general pattern or the research design used by the researcher is a case study. This study found that the students make the grammatical error in writing descriptive text. Population taken in second semester of English student department. Purposive sampling is used in taking sample from the population. The researcher uses document papers as the instrument. The finding of this study showed that there are 6 types of grammatical error found namely: tenses, preposition, articles, voices, morphological, and verbs errors; the dominant grammatical error found is tense errors which has total occurrences of 75 (26.31%) specifically the use of past tense; the reason why students‟ made dominant error in using specifically past tense is the students‟ are lack of understanding the linguistic features of descriptive text. Based on the result, it is figured out that the students still have difficulties in applying grammatical structures in writing. In order to avoid the students in making another grammatical error, the researcher has suggested taking out remediation based on each problematic area of grammatical error categories

A Critical Discourse Analysis of Doctor Dickson Tsey’s Speech on Quality Teacher Education in the 21st Century

Aim: Socio-education drives the growth and development of contemporary societies. Quality teacher education greatly influenced learning outcomes. The study aimed at exploring how language was employed to call for strategic partnership in the production of quality teachers in a speech by Doctor Dickson Tsey.
 Methods: The study employed qualitative method specifically the critical discourse analysis to analyze Doctor Dickson Tsey’s speech.
 Results: The study found out that frequent use of simple present tense articulated the real issues of quality teacher education during the speech delivery. It was obvious that the speaker identified himself as a stakeholder of quality teacher education due to his frequent use of we/us; pronouns in the speech. Doctor Dickson Tsey’s chose and used possessive adjectives such as my, our, your, his and her as modifiers in his speech to describe the ownership of AMECO. Figures of speech such as hyperbole, idiom, repetition and personification were used by Doctor Dickson Tsey to create mental images and sensory impressions for emotional effect and intensity. It was also found out that the speech called for stakeholders’ support for quality teachers’ education.
 Conclusion: The roles of strategic partners in providing quality teacher education cannot be underestimated. Stakeholders such as government, the church, traditional leaders, principals of colleges of education, alumni, staff and students were addressed by the speech suggesting that partnership is very crucial for quality teacher education in the 21st Century.
 Recommendations: The study recommend that Doctor Tsey’s speech should be considered by policy planners of education to enable them factor quality teacher education programmes into the country’s educational policies. Colleges of educations should incorporate quality teacher education activities into their carriculum to enhace their training. Stakeholders of teacher education should initiate programs to create awareness in the public on the need to support quality teacher education. There should also be unity among the stakehoders and the colleges since a strategic partnership cannot be built in the absence of strong collaboration and togetherness. This study shall serve as a basis for further research in areas that influence learning outcomes such as community-teacher relationship.

Empirical validation of the Oral Narrative Competence Evaluation with the TellingApp (ONCE) Scale in Early Childhood

This study aims to discuss the design of the scale Oral Narrative Competence Evaluation with TellingApp (ONCE), and to validate it. ONCE was designed to evaluate oral narrative competence in preschool children (N= 93) aged 4 to 6 through oral storytelling, using a digital application. Exploratory and confirmatory analysis were performed to confirm the starting theoretical model, giving good reliability (α = .842) and adequate indices of fit, justifying the validity of the scale. oral narrative competence is defined by 16 variables making up narrative competences (originality, coherence, cohesion, and conclusion of the story), communicative competences (pronunciation, intonation, gestures, vocabulary, tenses used, correct use of tenses, morphology and syntax), and engagement provided by the app (interest, curiosity, immersion, and enjoyment). Weighting was proportional to the level of precision, highlighting that engagement with the narrative task supported by the app was what most affected children’s levels of oral narrative competence. In addition, multiple linear regression analysis confirmed the high predictive capacity of the ONCE scale. The scale contributes to the evaluation of preschool children’s levels of oral narrative competence as a theoretical construct due to its reliability and validity.

Aнгли хэлний энгийн одоо цагийн хэрэглээнд хийсэн алдааны дүн шинжилгээ (ШУС, ерөнхий суурийн оюутны жишээгээр)

The purpose of the present research study was to carry out an error analysis on the use of the present simple tense. We investigated the errors in a corpus of 23 essays written by 23 first year students of the School of Sciences at NUM. The instrument used for this was students’ written essays in the English language. All the errors related to the present simple tense in these essays were identified, described, explained and evaluated. Specifically, we aimed to identify the sources of the errors. Furthermore, we conducted an interview on the types of errors based on the essay results among 28 students and discussed the results.

Comparative Analysis of Errors in the Use of Simple Past in the Essays of NCE One Students in Some Selected Colleges of Education in Kano

This paper compares errors in the use of the simple past between some selected private and public colleges of education in Kano state. The study's goals are to identify kinds of errors made by students, investigate the most common types errors identified in their writing, and determine the relevance of differences in errors made by students of English from four colleges of education. The sample size of 80 students for the study was determined using a random sampling technique, with the population consisting of NCE one students of English from four colleges of education. Students were given a test as an instrument. The study used the error types of Dulay et al., (1982) and error analysis of Ellis (2003), The t-test statistical method of analysis was used as well as simple percentage. The result reveals the error classification of addition, omission, misinformation and misordering from the writings of NCE one students of English from the four colleges of education. It also reveals the misinformation error type was committed with the highest frequency by NCE one students from public and private colleges of education. Lastly, it reveals the mean performance of public students which is 6.5 with SD 3.3 is low/less than the mean of private students which is 7.6 with SD 3.7, and it shows that the private colleges committed more errors in the use of simple than that of public colleges of education. It was recommended constant training of students on grammar, more especially the use of good tenses is needed, textbooks on grammar should be purchased by students for practice, further research on tense error should be encouraged and comparative study should be carried out to ensure proper teaching and learning.

TENSES IN ENGLISH FRIDAY SERMON OF UNIVERSITY OF DARUSSALAM GONTOR

This research is concentrated in the aspect of structure especially tenses. The existence of tenses in English is an obligatory in opposite there is no English without the use of tenses. Thus tense has a very significant function in English. With qualitative research, it can be found that several types of tenses are used in delivering sentences of English Friday Sermon. They are the most dominant tense is Simple Present Tense. Then the other tenses used in English Friday Sermon are Present Perfect Tense, Simple Future Tense and Simple Past Tense.

SYNTACTICAL ERRORS OF NARRTIVE ESSAY MADE BY EFL STUDENTS LOW ACHIEVEMENTS

This research aims to find syntactic errors and factors of errors made in the essay narrative in semester V. The method used in this study is qualitative, and the approach used in this research is descriptive research. Data was obtained through documentation and analyzed using Surface Strategy Taxonomy. This research took data based on the category of grades B and C. The results showed that there were four types of errors made by students in descriptive writing. The total errors were 41 errors which were divided into 42% error misinformation, error addition of 35%, error addition 19%%, and misconception misordering as much as 4%. Based on data analysis, a standard error made by students is misformation. In the results of the error factor, the researcher found the most errors in the intralingual error factor.Students are still influenced by their habits in making sentences using their mother tongue (Indonesian). Students make errors in writing, especially in the use of tenses. Most of the students wrote incomplete and ungrammatical sentences. The teacher should find the best method based on the condition of the students to teach English, especially in teaching tenses. Since tenses and grammar are essential for language learning, they should be taught cohesively.

The Role of Teachers' Motivation in Developing EFL Students' Speaking Skill at University of Salahaddin

This study aims to investigate the role of motivated EFL teachers on developing students' speaking skill and boosting their confidence to speak in English at two colleges of Salahaddin University (Viz. College of Basic Education and College of Languages). To do so, a quantitative approach is adopted in the study. To find out the effect of teacher motivation on improving students' speaking skill, a survey questionnaire is distributed to 87 students. The results show that motivated teachers improve students' speaking skill since they give feedback on correct pronunciation of words, correct use of grammatical tenses and the use of appropriate vocabularies. Furthermore, the findings demonstrate that motivated teachers boost students' confidence to speak in English in class since they use praising words to encourage students to speak in English, build a good rapport with them, use innovative methods of teaching, and make sure nobody laughs when students make mistakes. The findings will improve all the EFL teachers who would like to know how important teacher motivation is in improving students' speaking skill and building their confidence.

A Morphological Analysis of Martin Luther King Jr’s “I HAVE A DREAM” Speech: a Compositional Semantic Perspective

This research work has investigated the importance of linguistic morphology in the construction of new lexemes and grammatically conditioned words on the first hand and the way both derivational and inflectional morphemes function to carry and impart compositional meaning in text on the other. Premised on the objective of raising more awareness on the significance of morphological research, this paper has applied both the quantitative and qualitative analysis methods to the historic speech “I Have a Dream” by the African American civil rights figurehead Martin Luther King Jr. The scientific roadmap thus carved has led its process through the identification, labelling and numbering of the distinctive derivational (50 /40%) and inflectional (75 / 60%) morphemes. A furthering of the quantitative input has displayed an outstanding use of nominalisations with nouns derived from adjectives 17 [13.6%] and from verbs 12 [9.6%] with bound morphemes such as “ity”, “ice”, “ation”, “tion”, “or”, and “dom”. On the inflectional part, the prevailing use of regular and irregular plural number imparting morphemes (47 / 37.6%) together with tense inflections (16 / 12.8%) pair up to confirm, in a qualitative analytical approach, the ideological perspective of the speaker to include the largest anonymous members of the African American community as the intended beneficiaries of his unquenchable soft but vibrant battle for freedom. The use of tense indicating morphemes has revealed the presence of a threefold tense progression from the past tense (simple past and past perfect) to the simple present and then to the future. The crosscheck of the semantics of such morphemic operations has uncovered the perspective of Martin Luther King Jr for the logical representation of the sufferings of the Black community and liberation struggles in the past, the need to keep the battle going in the present time with the conviction of brighter days in the future.

The structure of Asconius Pedianus’ Argumentum Orationis pro Milone

This article analyses the inner structure of the argumentum orationis pro Milone in order to evaluate how Asconius arranges his narration of events. The analysis focuses on how the various sections unwind, on the use of connectives and temporal indicators, as well as on the use of tenses, and argues that the argumentum proceeds according to the chronological succession of events in its general outlines, within which minor events are inserted by association of ideas regardless of the chronological order. A most striking example is provided by the episodes narrated at 36. 18-38. 13, which form a long digression on the topic of metus Milonis and, subsequently, of constantia Ciceronis.

AN ANALYSIS OF STUDENT’S PROBLEM IN WRITING ERROR IN THE USE OF SIMPLE PAST ON RECOUNT TEXT AT 10th GRADE MA DARUL ULUM TLASIH

Abstract
 This study analyzes simple past tense errors in MA Darul Ulum Tlasih by analyzing the types of errors in the use of simple past tense in recount text. This research is expected to help in developing English learning to process and provide information in order to increase knowledge to understand the mistakes made in the use of the simple past tense. This study uses an approach that is carried out in several stages: preparation is carried out by providing an explanation of the simple past tense. The data were taken from the 10th grade students of MA Darul Ulum Tlasih by providing a working instrument to make a recount text of a personal experience. The author uses several data analysis techniques, namely: error, classification, description, and correction. The results of this show students' errors in misinformation and misodering.
 Keywords: Simple past tense, eror analysis, omission, misinformation, misodering, and recount text.

GRAMMATICAL ERROR ANALYSIS IN ENGLISH WRITING A CASE STUDY AT REKTOR PRIVATE INSTITUTE ENGLISH COURSE

This research aimed to investigate and reveal the grammatical error in English Writing made by the students in one of English Course in Makassar and how those errors appeared in a sentence. The writer also focused on the most frequent type of grammatical error and some other possible errors in English Writing. The writer used descriptive quantitative method to analyze the data which were found in the sentences. The writer used random sampling technique to choose which samples were to be analyzed. The data were determined according to the needs and purposes of this research. The writer found thirty-five samples. In this case, the writer used two methods of collecting data, library research and field research. After doing the analysis, the research result indicates that the most frequent error made by the students in English Writing in case of four types which occurs in this study. Omission, addition, malformation, and disordering are in the use of simple present tense. This thesis reveals that nearly 50% students of all subjects make many errors in it.

The Use of Verb Tenses in Subordinate Content Clauses in Czech

Research on the use of verb tenses in Czech subordinate clauses is based on the notions of absolute and relative tense and on the distinction between content and adjunct clauses. It is generally agreed that absolute tenses are used in adjunct clauses, whereas relative tenses are typically used in content clauses. Based on an analysis from the Czech National Corpus, I will demonstrate that, in addition to the assumed use of tenses and in contrast to their usage in English, there are also variations in their use: in content clauses, even tenses selected from the speaker’s perspective are used in certain cases, and in certain adjunct clauses relative tenses may also be used.